what makes GREAT professional learning?

This is the topic that always seems to slip into the conversation around the table at MACICT. There are so many tools available now that teachers could use to support their ability to effectively integrate technology into classroom practice. We have video conferencing facilities, amazing software, laptops and desktops, internet and the web 2.0 world, huge repositories of resources and the list goes on. The technology options are endless!
And as well as the tools, there are multiple avenues of opportunity for acquiring new knowledge about HOW to effectively integrate technology into classroom practice. Just think about it, schools have their own 'experts' ready and willing to share their ideas, through the Interactive classrooms, teachers can tap into their local and global community of schools more easily now. Regional teams are only too happy to support teachers by providing guidance and policy. The pedagogical principles and strategies used are absolutely critical to effective learning. But the technologies often require us to 'do it differently.' Teachers change the approach to suit the tools.
There are so many professional learning opportunities now embracing the wave of enthusiasm that is available and this should and is wonderful. Yet I still hear teachers saying "I need (...) and how/where do I get it? I can't find x, why don't we have y? what is this?"
Why is this so?
There are so many opportunities now available that I think it is beginning to have the opposite effect. Instead of being excited about the endless possibilities, teachers are still asking: Where do I start? What do I choose? Are they really saying? It's all too hard...
And given the nature of our traditional schools, the busy stuff makes it impossible for our teachers to get their heads out of the sand and look up to smell the roses.
For schools to really stand out, our teachers (and in particular, their Principals) have to be discriminating. If the leaders in our schools aren't checking, looking, listening, asking and strategically planning then lots of money and time could be wasted on professional learning that is irrelevant, product-focussed and 'flavour-of-the-month.'
How does a school avoid this?
What are the elements that make the professional learning that teachers participate in really GREAT? what does this look like?
When a teacher arrives at MACICT to do any professional learning, it is important that their individual expectations are clarified and that their needs are fulfilled. It needs to be relevant to the curricula in their context. It should allow for professional dialogue by all participants to deconstruct the meaning of the learning activity. If we are doing it right, we should provide an opportunity for all participants to collaborate and cooperate with each other to reconstruct the learning during the course of the day. At some stage, there might even be a chance to demonstrate this new learning to an audience. There should be an online space where teachers can go later to check themselves, redo activities for practice and share their content. If participation is part of a project-based approach, then sustained rehearsals of learning will continue. And hopefully teachers know that they can always contact our staff to find out more or invite our staff out to school to support students.
If this is what is happening then we know we are on the right track to deliver a flexible mode of delivery of learning that is engaging for our teachers and their students where active participation is the key to success. The likelihood of transforming teaching practice will have a greater impact on teachers and their students when all stakeholders are involved in the journey actively, enthusiastically and with a shared commitment. It won't happen overnight and it won't happen unless all these stakeholders share the responsibility for the learning.
It is not a drip down model anymore. It is a pool we all need to dive into together. A pool where the temperature is 'just right' and everyone can splash around and have fun! Jump in, dive in, step in, or sit on the edge and dangle your feet. But have the floaties ready and waiting on the side, lifeguards close by keeping an eye on things. Have a resuscitation plan for when it all falls over (called plan B).